Hatton-Bowers Holly, Clark Caron, Parra Gilbert, Calvi Jessica, Bird Michael Yellow, Avari Pearl, Foged Jaclynn, Smith John
Department of Child, Youth, and Family Studies, University of Nebraska-Lincoln, Louise Pound Hall, 231.T, Lincoln, NE USA.
Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, NE, USA.
Early Child Educ J. 2022 Aug 8:1-14. doi: 10.1007/s10643-022-01386-3.
Findings suggest that an eight-week mindfulness compassion-based program, Cultivating Healthy Intentional Mindful Educators (CHIME), is a feasible professional development intervention for early childhood (EC) teachers to support their emotion regulation and psychological and workplace well-being. We offer preliminary evidence that learning about mindfulness, self-compassion, and social-emotional learning supports EC teachers in strengthening their knowledge and application of practices to be more mindful and less emotionally reactive and emotionally exhausted at work. In analyzing both EC teacher feedback and survey data from two pilot studies, there was promising evidence that participating in CHIME enhanced awareness of emotions and the development of strategies to manage emotions. As CHIME is further developed and refined it will be integral to have collaborative engagement and participation from EC teachers and programs to ensure that learning these practices are relevant, helpful, meaningful, and sustainable.
研究结果表明，一个为期八周的基于正念慈悲的项目——培养健康的有意识教育工作者（CHIME），是一项可行的专业发展干预措施，可帮助幼儿教师调节情绪，提升心理和职场幸福感。我们提供的初步证据表明，学习正念、自我慈悲和社会情感学习有助于幼儿教师加强相关知识的学习和实践应用，从而在工作中更加正念，减少情绪反应，避免情绪耗竭。在分析幼儿教师的反馈以及两项试点研究的调查数据时，有迹象表明参与CHIME项目能增强情绪意识，并促进情绪管理策略的发展。随着CHIME项目的进一步开发和完善，幼儿教师及相关项目的合作参与将至关重要，以确保学习这些实践是相关的、有帮助的、有意义的且可持续的。
